Linguistic ecology of Bangladeshi higher education
A translanguaging perspective
Bibliographic Data
| ID | 21691680 |
|---|---|
| Authors | Abu Saleh Mohammad Rafi (0000-0002-0720-5039, Casual academic, James Cook University, Queensland, Australia, corresponding author), Anne-Marie Morgan (0000-0001-9486-5555, James Cook University) |
| Year | 2022 |
| Volume | 27 |
| Issue | 4 |
| Pages | 512-529 |
| Publication date | 2022-05-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2022.2045579 |
| OpenAlex | W4221081426 |
| Language | EN |
| Citations received | 14 |
| References cited | 30 |
This article reports on findings from a larger study that explored the promise of translanguaging pedagogies at two public and two private universities in Bangladesh. Four language learning and four content acquisition courses offered in the first year of undergraduate programmes were observed. A ‘Russian doll approach’ was employed to analyse the macro, meso and micro levels of policy decisions and implementation to build two robust case-studies on public and private universities. Findings reveal a disconnect between macro-level language policy and actual practice at meso and micro-level within universities. The study demonstrates varying degrees of natural translanguaging practices in the classrooms of both public and private universities. Under the particular contextual circumstances, this study recommends promoting translanguaging pedagogies in higher education to enhance language and content learning of Bangladeshi students while also developing bilingual identities through such practices
Bilingual education · Language acquisition · Macro · Mathematics education · Pedagogy · Sociology · Translanguaging · Computer Science · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Translanguaging in Brazilian bilingual education
Multilingual Perspectives on Translanguaging The Invention of Multilingualism
Conceptual Understanding of Translanguaging
Critical perspectives on teaching in the multilingual university
Translanguaging and trans-semiotizing in English-medium classrooms
Creativity, criticality and translanguaging in assessment design
Translanguaging in instruction and pedagogic design
Translanguaging in higher education
Blending translanguaging and CLIL
Teacher agency in English medium instruction classrooms
Bogged down ELT, bailed-out CLT
Teachers’ Awareness and Management of the Social, Cultural, and Political Indexicalities of Translanguaging
A systematic review of research on translanguaging in EMI and CLIL classrooms
Impact of English Language Proficiency on Local Language Use among Bangladeshi Graduates
Translanguaging with Multilingual Students
Linguistic Ethnography
Bilingualism as Ideology and Practice
Translanguaging
A Vygotskian sociocultural perspective on immersion education
Strategies for ensuring trustworthiness in qualitative research projects
Translanguaging in the Bilingual Classroom
Revisiting the ‘E’ in EMI
Translanguaging in mainstream education
Theories of trans/languaging and trans-semiotizing
Distinctive medium of instruction ideologies in public and private universities in Bangladesh
Doing a Literature Review
Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education
Translanguaging as a Transformative Act in a Reading Classroom
A pedagogical perspective on the connection between translingual practices and transcultural dispositions in an Anthropology classroom in Bangladesh
Transglossic language practices of young adults in Bangladesh and Mongolia
Medium of instruction policies and language practices, ideologies and institutional divides
Language ideology and language planning in Estonian higher education
Ecological perspectives on foreign language education
English medium instruction
Minority languages and sustainable translanguaging
Emergent Bilinguals and Tesol
Translanguaging and transnational literacies in multilingual classrooms
| Citations per year | 3.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |